The document provides instructions on applying to an American university, outlining the steps in chronological order using transition words like "first", "next", and "finally". It describes choosing schools of interest, researching them, focusing on top choices, submitting required forms, taking standardized tests if needed, requesting letters of recommendation, and paying an application fee as the key steps in the process.
This PowerPoint presentation introduces the presenter, Aaron Jefferson, a senior who enjoys both the film and fashion industries. It profiles Aaron's favorite teacher, Mr. Inzusa, who teaches math. Aaron chose to interview Mr. Inzusa because he felt he learned the most from him over his four years at the school, getting an A- in Mr. Inzusa's class compared to an F in another teacher's class. The presentation poses five questions for Mr. Inzusa about his career and experience teaching at the school.
This document summarizes a typical school day for a sixth grade student with mild hearing loss in both ears. It describes the student arriving at school and choosing seats in different classrooms that provide a clear view and are near the front to hear better. During gym class the student leaves their assistive listening device behind and struggles on a spelling test without it. In the next class a substitute teacher seats the student at the back but allows them to retrieve their device. The day concludes with the student participating in a post-assessment.
Jing and Tania meet on the first day of school. They discover they are in the same class, 1B, and have the same teacher, Mr. Smith. Tania helps Jing find their classroom. The document provides exercises for students to practice their listening comprehension, including identifying whether sentences about the conversation are true or false and ordering the events of the conversation. It concludes by asking students if they like school and why or why not.
The document contains instructions for choosing the best answer to complete sentences with noun clauses. It includes 5 tests with sentences containing gaps to be filled and 4 multiple choice answers. It also provides contact information and instructions to read a book for further information on English grammar.
The document provides examples of how to ask for and give directions. It includes common phrases used when asking for directions such as "How do I get to..." and when giving directions such as "Go straight on (until you come to...)". It also includes examples of missing words that should be used when providing directions like "turn", "street", and "corner". There are also examples of dialogues where someone asks for directions and the other person provides step-by-step instructions using directional terms.
This document outlines a lesson plan to teach first grade students sign language. Over the course of a week, the students will learn the American Sign Language alphabet from A to Z and numbers from 1 to 10. Each day focuses on a subset of letters and numbers, using videos, posters, and hands-on practice. By the end of the week, the students will individually demonstrate what they learned by signing the full alphabet and numbers 1-10 in front of the class with 95% accuracy. The goal is to help students, including two who are deaf, communicate using sign language.
This document contains outlines for 8 units of English speaking classes covering topics like self-introductions, introducing others, stage presence, verb tenses, auxiliaries, and prepositions. Unit 1 provides an outline for introducing oneself including name, qualifications, current activities, work experience, and hobbies. Unit 2 gives an outline for introducing others with their name, qualifications, current work, achievements, work experience, and goals.
The document provides instructions on applying to an American university, outlining the steps in chronological order using transition words like "first", "next", and "finally". It describes choosing schools of interest, researching them, focusing on top choices, submitting required forms, taking standardized tests if needed, requesting letters of recommendation, and paying an application fee as the key steps in the process.
This PowerPoint presentation introduces the presenter, Aaron Jefferson, a senior who enjoys both the film and fashion industries. It profiles Aaron's favorite teacher, Mr. Inzusa, who teaches math. Aaron chose to interview Mr. Inzusa because he felt he learned the most from him over his four years at the school, getting an A- in Mr. Inzusa's class compared to an F in another teacher's class. The presentation poses five questions for Mr. Inzusa about his career and experience teaching at the school.
This document summarizes a typical school day for a sixth grade student with mild hearing loss in both ears. It describes the student arriving at school and choosing seats in different classrooms that provide a clear view and are near the front to hear better. During gym class the student leaves their assistive listening device behind and struggles on a spelling test without it. In the next class a substitute teacher seats the student at the back but allows them to retrieve their device. The day concludes with the student participating in a post-assessment.
Jing and Tania meet on the first day of school. They discover they are in the same class, 1B, and have the same teacher, Mr. Smith. Tania helps Jing find their classroom. The document provides exercises for students to practice their listening comprehension, including identifying whether sentences about the conversation are true or false and ordering the events of the conversation. It concludes by asking students if they like school and why or why not.
The document contains instructions for choosing the best answer to complete sentences with noun clauses. It includes 5 tests with sentences containing gaps to be filled and 4 multiple choice answers. It also provides contact information and instructions to read a book for further information on English grammar.
The document provides examples of how to ask for and give directions. It includes common phrases used when asking for directions such as "How do I get to..." and when giving directions such as "Go straight on (until you come to...)". It also includes examples of missing words that should be used when providing directions like "turn", "street", and "corner". There are also examples of dialogues where someone asks for directions and the other person provides step-by-step instructions using directional terms.
This document outlines a lesson plan to teach first grade students sign language. Over the course of a week, the students will learn the American Sign Language alphabet from A to Z and numbers from 1 to 10. Each day focuses on a subset of letters and numbers, using videos, posters, and hands-on practice. By the end of the week, the students will individually demonstrate what they learned by signing the full alphabet and numbers 1-10 in front of the class with 95% accuracy. The goal is to help students, including two who are deaf, communicate using sign language.
This document contains outlines for 8 units of English speaking classes covering topics like self-introductions, introducing others, stage presence, verb tenses, auxiliaries, and prepositions. Unit 1 provides an outline for introducing oneself including name, qualifications, current activities, work experience, and hobbies. Unit 2 gives an outline for introducing others with their name, qualifications, current work, achievements, work experience, and goals.
The document discusses conditional sentences using "if" and presents several examples for the reader to choose the correct option to complete each sentence. The sentences focus on possible future outcomes that depend on certain conditions, such as being late or on time, getting good seats, succeeding or not, getting a lift or not going to the cinema based on whether it rains or not.
The document discusses conditional sentences using "if" and presents several examples for the reader to choose the correct option to complete each sentence. The sentences focus on possible future outcomes that depend on certain conditions, such as being late or on time, getting good seats, succeeding or not, missing a train, and going to the cinema, based on if certain actions are taken or situations occur.
Asking and giving directions for presentation class!Mohammad Bawaneh
This document provides instructions for asking for and giving directions. It explains how to ask where places are located or how to get somewhere. It also describes how to give directions by telling someone to go straight, turn left or right, walk a certain number of blocks, or name streets and landmarks. Sample dialogues demonstrate asking for and providing directions between locations on a map, such as from the restaurant to the park. Exercises have students practice using the map to get directions to locations like the Hilton Hotel or Beagles Store.
The document outlines a lesson plan for teaching first grade students sign language over the course of a week. It includes analyzing the class of 24 students, setting the objective of engaging students in different learning styles to meet all their needs, and a day-by-day breakdown of the lesson plan. Each day focuses on teaching 2-3 letters of the alphabet and 1-2 numbers in sign language. By the end of the week, students will individually present the full alphabet and numbers 1-10 in order to the class with 95% accuracy.
This document provides directions and examples of using prepositions of place in both concrete and abstract ways. It includes questions to ask for directions like "How can I get to __ from here?" and responses using terms like "go straight", "turn right/left", and indicating locations that are "on your right", "in front of", "next to", "behind", "beside", "around the corner", and "across from". It also gives examples of using prepositions like "at", "on", "in", "next to", "behind", "under", "between", and "among" to indicate spatial relationships and abstract meanings.
This document provides expressions for asking for and giving directions. To ask for directions, one can say "How can I get to...", "Where is the...", or "How far is the..." and be sure to use polite expressions like "excuse me" or "Can you tell me...". When giving directions, one can say "Go to the corner of...", "Turn left", "Turn right", "Pass the...", or "Go straight ahead on..." followed by transitions like "After that", "Then", or "When you get to..." to connect ideas clearly. An example uses these expressions to give directions from a current location to a hospital.
After completing the lesson, students will be able to ask for and give directions in English. The lesson reviews directional vocabulary like between, next to, behind, in front of, left, right, blocks, corner, and way. It introduces the phrases "turn right" and "turn left". It also covers common questions used when asking for directions like "How can I get to the...?", "Could you tell me the way to the...?", and "I'm looking for the...". An example dialogue is provided where one person asks for a cheap place to eat and the other provides directions to Paula's cafe using turns and landmarks. Students then practice asking and giving directions to each other.
This document provides guidance and suggestions for teaching a CELTA course. It discusses general advice such as scripting what you will say, grading your language to students' levels, and staging instructions. It then provides examples of classroom activities with step-by-step instructions on how to conduct them. The activities demonstrate techniques for giving clear instructions, checking for understanding, modeling, and monitoring student work. Key aspects of classroom management such as interaction patterns, boardwork, physical space, building rapport, and monitoring are also addressed.
There has been a change in attitudes among young people towards manual labor jobs. Previously seen as undesirable, jobs at fast food chains like McDonalds and Wendy's are now highly sought after, with hundreds of teenagers applying for openings. Even students from wealthy families now compete for these jobs. Fast food companies no longer need to advertise openings as they are referred enough new applicants from current young employees.
This document provides a set of warm-up activities for language lessons. It includes 28 different warm-up games and activities with brief descriptions of how to play each one. The warm-ups are intended to raise energy levels, take students' inhibitions, and set the tone for 45 minutes of lesson time. Examples include games like "Action Race," "Adjectival Action," "Fruit Basket," and "Mr. Man" that get students moving, interacting, and practicing target language.
Beyoncé
When...? How...?
Information Gap: Part 2
• Now, find a new partner. Take turns asking each other
your questions and filling in the answers on your chart.
• See how many questions you can answer for each
other!
This document provides instructions for several interactive classroom activities that incorporate movement to help students stay engaged. The activities can be adapted for both in-person and online classes. They include having students work together to form shapes with ropes blindfolded, compete in word relay races at the board, build stories together one word at a time with actions, walk around adding to posters on the walls, and ask each other yes/no questions to figure out identities or secrets. The goal is to make learning more fun and interactive.
The document provides expectations for student behavior in common areas of the school including during arrival and dismissal in the gym, assemblies, using the bathroom, and in indoor and outdoor hallways. The expectations are organized using the CHAMPs framework which stands for Conversation, Help, Activity, Movement, and Participation. For each area, the summary outlines the expected behaviors for each element of CHAMPs such as using quiet voices during arrival in the gym and assemblies, raising hands for help, following bathroom procedures, and walking in lines and being quiet in the hallways.
This document provides instruction and practice for giving and understanding directions. It includes vocabulary related to directions, sample dialogues where people request and provide directions within an office building, and grammar tips for using words that indicate sequence and imperative forms of verbs. Learners practice giving directions between different locations within a floor plan and write down sentences read aloud to test their comprehension. The goal is for students to feel comfortable both giving and following directions.
This document provides instructions for 30 speaking games that can be used for online or in-person English language classes. The games start easy and increase in difficulty, covering a range of topics and language skills. Instructions are provided for each game, with the goal of improving students' speaking ability and vocabulary in an engaging way.
This document provides an overview of a unit about discussing art. It includes conversation starters where students listen to friends commenting on different art objects. Students practice expressing criticism and describing art using adjectives. A conversation model is provided where students review changing voice tone when discussing whether they like or dislike a piece of art. Finally, students rate different artworks and choose pieces for an art exhibition.
This document outlines classroom expectations at a school for various situations including assemblies, arrival/recess, bathrooms, dismissal, and hallways. The expectations address conversation, help-seeking, activities, movement, and participation. Students are expected to follow specific rules around noise levels, seeking assistance from teachers, staying with the class, walking behaviors, and including all students.
This document outlines classroom expectations at a school for various situations including assemblies, arrival/recess, bathrooms, dismissal, and hallways. The expectations address conversation, help-seeking, activities, movement, and participation. Students are expected to follow specific rules around noise levels, seeking assistance from teachers, staying in lines, and respecting other classes.
This unit focuses on transportation and commuting. It includes conversations about different commutes, such as by train, bus, car, bicycle, and walking. Students practice complaining about common commutes and responses. They discuss dislikes about commuting, school, housework, and weather. The unit emphasizes stressing words for emphasis and using transportation time for English study.
This document provides information and guidance for primary education lessons. It discusses the teacher's role of providing a model for correct language use and recasting students' statements to build confidence without punishment. Pictures and total physical response are recommended for teaching methods. Lessons should include authentic communication using precise vocabulary. Instructions are given for starting, organizing and ending lessons effectively as well as developing social skills and classroom management techniques. Sample dialogues and lessons are included.
India is home to an extraordinary variety of climatic regions, ranging from tropical in the south to temperate in the Himalayan north, where elevated regions receive sustained winter snowfall. The nation's climate is strongly influenced by the Himalayas and The Thar Desert.Though the Tropic of Cancer—the boundary between the tropics and subtropics—passes through the middle of India, the bulk of the country can be regarded as climatically tropical.
Buttercup the butterfly shows visitors her home island using a map divided into boxes labeled with letters and numbers. She guides them to landmarks like the ship, cave, crocodile lake, volcano, waterfall, coconut trees, and back to the cave. The boxes represent points on the island and lines show the path between points.
The document discusses conditional sentences using "if" and presents several examples for the reader to choose the correct option to complete each sentence. The sentences focus on possible future outcomes that depend on certain conditions, such as being late or on time, getting good seats, succeeding or not, getting a lift or not going to the cinema based on whether it rains or not.
The document discusses conditional sentences using "if" and presents several examples for the reader to choose the correct option to complete each sentence. The sentences focus on possible future outcomes that depend on certain conditions, such as being late or on time, getting good seats, succeeding or not, missing a train, and going to the cinema, based on if certain actions are taken or situations occur.
Asking and giving directions for presentation class!Mohammad Bawaneh
This document provides instructions for asking for and giving directions. It explains how to ask where places are located or how to get somewhere. It also describes how to give directions by telling someone to go straight, turn left or right, walk a certain number of blocks, or name streets and landmarks. Sample dialogues demonstrate asking for and providing directions between locations on a map, such as from the restaurant to the park. Exercises have students practice using the map to get directions to locations like the Hilton Hotel or Beagles Store.
The document outlines a lesson plan for teaching first grade students sign language over the course of a week. It includes analyzing the class of 24 students, setting the objective of engaging students in different learning styles to meet all their needs, and a day-by-day breakdown of the lesson plan. Each day focuses on teaching 2-3 letters of the alphabet and 1-2 numbers in sign language. By the end of the week, students will individually present the full alphabet and numbers 1-10 in order to the class with 95% accuracy.
This document provides directions and examples of using prepositions of place in both concrete and abstract ways. It includes questions to ask for directions like "How can I get to __ from here?" and responses using terms like "go straight", "turn right/left", and indicating locations that are "on your right", "in front of", "next to", "behind", "beside", "around the corner", and "across from". It also gives examples of using prepositions like "at", "on", "in", "next to", "behind", "under", "between", and "among" to indicate spatial relationships and abstract meanings.
This document provides expressions for asking for and giving directions. To ask for directions, one can say "How can I get to...", "Where is the...", or "How far is the..." and be sure to use polite expressions like "excuse me" or "Can you tell me...". When giving directions, one can say "Go to the corner of...", "Turn left", "Turn right", "Pass the...", or "Go straight ahead on..." followed by transitions like "After that", "Then", or "When you get to..." to connect ideas clearly. An example uses these expressions to give directions from a current location to a hospital.
After completing the lesson, students will be able to ask for and give directions in English. The lesson reviews directional vocabulary like between, next to, behind, in front of, left, right, blocks, corner, and way. It introduces the phrases "turn right" and "turn left". It also covers common questions used when asking for directions like "How can I get to the...?", "Could you tell me the way to the...?", and "I'm looking for the...". An example dialogue is provided where one person asks for a cheap place to eat and the other provides directions to Paula's cafe using turns and landmarks. Students then practice asking and giving directions to each other.
This document provides guidance and suggestions for teaching a CELTA course. It discusses general advice such as scripting what you will say, grading your language to students' levels, and staging instructions. It then provides examples of classroom activities with step-by-step instructions on how to conduct them. The activities demonstrate techniques for giving clear instructions, checking for understanding, modeling, and monitoring student work. Key aspects of classroom management such as interaction patterns, boardwork, physical space, building rapport, and monitoring are also addressed.
There has been a change in attitudes among young people towards manual labor jobs. Previously seen as undesirable, jobs at fast food chains like McDonalds and Wendy's are now highly sought after, with hundreds of teenagers applying for openings. Even students from wealthy families now compete for these jobs. Fast food companies no longer need to advertise openings as they are referred enough new applicants from current young employees.
This document provides a set of warm-up activities for language lessons. It includes 28 different warm-up games and activities with brief descriptions of how to play each one. The warm-ups are intended to raise energy levels, take students' inhibitions, and set the tone for 45 minutes of lesson time. Examples include games like "Action Race," "Adjectival Action," "Fruit Basket," and "Mr. Man" that get students moving, interacting, and practicing target language.
Beyoncé
When...? How...?
Information Gap: Part 2
• Now, find a new partner. Take turns asking each other
your questions and filling in the answers on your chart.
• See how many questions you can answer for each
other!
This document provides instructions for several interactive classroom activities that incorporate movement to help students stay engaged. The activities can be adapted for both in-person and online classes. They include having students work together to form shapes with ropes blindfolded, compete in word relay races at the board, build stories together one word at a time with actions, walk around adding to posters on the walls, and ask each other yes/no questions to figure out identities or secrets. The goal is to make learning more fun and interactive.
The document provides expectations for student behavior in common areas of the school including during arrival and dismissal in the gym, assemblies, using the bathroom, and in indoor and outdoor hallways. The expectations are organized using the CHAMPs framework which stands for Conversation, Help, Activity, Movement, and Participation. For each area, the summary outlines the expected behaviors for each element of CHAMPs such as using quiet voices during arrival in the gym and assemblies, raising hands for help, following bathroom procedures, and walking in lines and being quiet in the hallways.
This document provides instruction and practice for giving and understanding directions. It includes vocabulary related to directions, sample dialogues where people request and provide directions within an office building, and grammar tips for using words that indicate sequence and imperative forms of verbs. Learners practice giving directions between different locations within a floor plan and write down sentences read aloud to test their comprehension. The goal is for students to feel comfortable both giving and following directions.
This document provides instructions for 30 speaking games that can be used for online or in-person English language classes. The games start easy and increase in difficulty, covering a range of topics and language skills. Instructions are provided for each game, with the goal of improving students' speaking ability and vocabulary in an engaging way.
This document provides an overview of a unit about discussing art. It includes conversation starters where students listen to friends commenting on different art objects. Students practice expressing criticism and describing art using adjectives. A conversation model is provided where students review changing voice tone when discussing whether they like or dislike a piece of art. Finally, students rate different artworks and choose pieces for an art exhibition.
This document outlines classroom expectations at a school for various situations including assemblies, arrival/recess, bathrooms, dismissal, and hallways. The expectations address conversation, help-seeking, activities, movement, and participation. Students are expected to follow specific rules around noise levels, seeking assistance from teachers, staying with the class, walking behaviors, and including all students.
This document outlines classroom expectations at a school for various situations including assemblies, arrival/recess, bathrooms, dismissal, and hallways. The expectations address conversation, help-seeking, activities, movement, and participation. Students are expected to follow specific rules around noise levels, seeking assistance from teachers, staying in lines, and respecting other classes.
This unit focuses on transportation and commuting. It includes conversations about different commutes, such as by train, bus, car, bicycle, and walking. Students practice complaining about common commutes and responses. They discuss dislikes about commuting, school, housework, and weather. The unit emphasizes stressing words for emphasis and using transportation time for English study.
This document provides information and guidance for primary education lessons. It discusses the teacher's role of providing a model for correct language use and recasting students' statements to build confidence without punishment. Pictures and total physical response are recommended for teaching methods. Lessons should include authentic communication using precise vocabulary. Instructions are given for starting, organizing and ending lessons effectively as well as developing social skills and classroom management techniques. Sample dialogues and lessons are included.
Similar to Algorithm and Breaking Up Tasks - Presentation 2 (14)
India is home to an extraordinary variety of climatic regions, ranging from tropical in the south to temperate in the Himalayan north, where elevated regions receive sustained winter snowfall. The nation's climate is strongly influenced by the Himalayas and The Thar Desert.Though the Tropic of Cancer—the boundary between the tropics and subtropics—passes through the middle of India, the bulk of the country can be regarded as climatically tropical.
Buttercup the butterfly shows visitors her home island using a map divided into boxes labeled with letters and numbers. She guides them to landmarks like the ship, cave, crocodile lake, volcano, waterfall, coconut trees, and back to the cave. The boxes represent points on the island and lines show the path between points.
This document discusses visual patterns and provides examples of recognizing patterns. It begins with simple examples of patterns like a repeating green square and red triangle. Then it discusses more complex visual patterns like rangoli designs and the pattern of rose flowers. It provides puzzles to solve about continuing patterns and building shapes and letters with Lego blocks. The document encourages identifying patterns in daily life and sharing examples with others.
This document demonstrates how to find and identify words within letter grids using directional instructions. It shows the steps to find individual letters and whole words like "CAT" within 3x3 grids. Multiple words can also be found at once. Assignments are then given to have the reader find and circle specific words within 4x4 grids and identify and color all the color words found in a 5x5 grid. The purpose is to teach word and letter identification through interactive spelling exercises.
This module is specially designed for students living in vicinity of wilderness areas. However some of the activities mentioned can be conducted for the students living away from wilderness areas. Topics like Biodiversity and ecosystem are a part of syllabus that has been prepared for environmental science by NCERT for 9th and 10th std students. That can be taught with the help of this module.
This document contains instructions and examples for solving logic puzzles involving letters arranged in rows and columns. It presents 3 sample puzzles of increasing difficulty:
Puzzle 1 asks to find a 3-letter animal in a row. Puzzle 2 asks to find a 3-letter word that can "hit" something in a column. Puzzle 3 asks to find both a 3-letter bird in a row and a 3-letter animal in a column. Step-by-step instructions are provided for analyzing the letters in rows and columns to deduce the hidden words.
This document contains instructions for a lesson on moving a cartoon character named Flurb using directional commands like up, down, left and right. It includes exercises where students help Flurb navigate mazes and eat fruit by selecting the correct directional commands. The lesson teaches students about following sequential directions and solving simple maze puzzles.
This document provides instructions for making a paper airplane and sharing items equally between groups. It begins by explaining what instructions are and how they provide steps to complete a task. It then provides 6 step-by-step instructions for folding a paper into an airplane. Later, it discusses sharing items like biscuits between groups of children, providing examples of how to divide items evenly between 2 or 3 kids. The document emphasizes following instructions to complete tasks and share items in equal parts.
1) The game of Joining Dots involves two or more players connecting dots in a grid to form squares. Players take turns drawing lines between adjacent dots.
2) To score a point, a player must complete a square by connecting two dots. The scoring player claims the square and takes an additional turn.
3) The document provides an example game where Ms. Orange and Mr. Black take turns drawing lines. Ms. Orange wins by scoring 3 squares to Mr. Black's 1 square.
This document provides examples to illustrate the concept of patterns. It uses examples like the days of the week, seasons, and typical daily routines to show how things are organized in a repeating order or structure. It also gives classroom and block sorting activities as examples of patterns in real world tasks where students follow a predictable order. The document defines a pattern as a regular form or way in which something happens or is done.
This document introduces the game of Tic-Tac-Toe. It explains the rules of the game, including that two players take turns placing Xs and Os on a 3x3 grid until someone gets 3 in a row, or all spaces are filled without a winner. Examples of games are shown where one player wins by getting 3 in a row and where the game ends in a draw. The class then practices playing Tic-Tac-Toe in pairs and reports back on their results. Finally, the document describes setting up a Tic-Tac-Toe quiz show game for the students to play.
The document tells the story of a self-absorbed woman who becomes curious about the natural world around her after a moment of self-reflection. She starts closely observing and documenting the smallest details of birds, insects, plants and other animals. She shares her documentation at the India Biodiversity Portal (IBP) website so others can learn from her observations and also appreciate and feel motivated to protect the natural environment.
This document discusses methods for counting objects correctly. It covers:
1. Various methods for counting objects accurately such as speaking numbers aloud, touching each object, moving objects while counting, drawing objects, and recounting to check.
2. The importance of counting each object only once and not missing or duplicating any items.
3. Examples of counting objects using different techniques like drawing objects in a notebook, counting pencil box items, and counting other students by name.
This document provides an introduction to numbers and counting for students. It covers key topics like what is counting, using numbers to list objects and solve problems, and how numbers are used in daily life. Interactive activities are suggested to help students practice counting objects, identifying quantities, comparing numbers, and relating math concepts to real world examples. The goal is to establish a foundational understanding of numbers and their uses.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
The document provides 10 categories of creative and interesting homework assignments: observation based, interaction based, research based, collaboration based, news based, imagination based, art based, design based, application based, and theme/project based. It lists multiple specific task ideas under each category, such as observing trees in the neighborhood, creating a family tree by interacting with family members, researching a pre-historic animal, designing a word search about weather terms, and more. It concludes by encouraging thinking of additional creative ways to make homework fun and exciting for children.
The document discusses multi-purpose river projects and integrated water resources management in India. It provides background on the Bhakra Dam project in 1963, which was dedicated by Prime Minister Nehru and called "Temples of modern India." It then describes the classification, purposes and examples of multi-purpose river projects in India, including addressing water supply, irrigation, hydropower, flood control, and more. However, it also notes there are significant social and environmental impacts of dams like displacement of people, loss of biodiversity, and downstream effects.
Young children are capable of observing, making inferences and justifying deductions. Yet these skills are rarely made use of in the History class. Children are given information regarding the sources of history without being encouraged to learn through discovery. Some natural questions that children can ask while looking at sources are “How was it made”? “How was it used?”, “How old is it?” etc. These questions lead to deeper questions like “What do we know for certain?”, “What reasonable guesses can we make, based on what evidence?” While using available sources to construct their own accounts of the past, children also learn that accounts may differ because evidence is incomplete. Through this presentation, an attempt has been made to introduce the process of historical enquiry in children, encouraging them to examine sources, question inferences and assumptions, construct their own history and above all, trigger curiosity.
This document contains a series of questions about various religious and cultural festivals celebrated in India and around the world, including Diwali, Holi, Dussehra, Christmas, Eid, and more. The questions prompt discussion about the key figures, events, traditions, and foods associated with each festival. Students are encouraged to describe how the different festivals are celebrated based on clues from accompanying pictures.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. This work is licensed under a Creative Commons Attribution 4.0 International License.
Happy Maps 2
01-PS-12
2.
3.
What did we learn in the last class?
Met Flurb
Revised Directions
How to make Flurb move (Up, Down, Right, Left)
How to make Flurb reach the fruit.
Solved a maze
In this class, we will learn more about using
directions to go from one point to another
Revision
6. Move from one place to next - 1
Student(A) to stand up please. You are a robot.
Walk from your desk to a corner (X) in the
room as told by teacher.
Remember to follow instructions from last
slide only.
7. Move from one place to next - 2
Next, another student (B) to stand up please.
You are also a robot.
A to give simple instructions to B so that B
meets A.
Only instructions A can say:
Walk straight
Turn left
Turn right
Stop.
8. Move from one place to next - 2
Example:
Classroom
Desks Desks
BOARD
1. Turn Right
2. Walk one step
3. Turn Left
4. Walk … stop (near board)
5. Turn Right
6. Walk … stop (near wall)
7. Turn Left
8. Walk … Stop (at corner X)
X
Click Here To
Start Animation
9.
Repeat the same activity with two new
students, where first student is in a different
corner.
Repeat for the third time, and this time, entire
class should give instructions.
Do not forget that you are a robot
Move from one place to next - 3
10.
Next, two tables are in the middle of the room.
One table has chocolates, second table has
jellies.
Two new instructions:
Pick chocolate or pick jelly
Give chocolate or give jelly
Move from one place to next - 4
11.
One student to give two chocolates and three
jellies to another student in the corner.
How will you do it like a robot?
First walk towards the chocolate tables
Pick two chocolates
Next walk towards the jellies table
Pick three jellies
Walk towards the corner
Give chocolates and jellies.
Move from one place to next - 4
14.
In parks – To reach the Mary-Go-Round or
Chaat stall
In a movie theatre - To reach your seat from
the door
Toy store – Reach a toy from the gate
Any more that you can think of?
Where all can use this?